ASISTENCIA MÉDICO SANITARIA.

Total Marks: 100 Total Hours: 100

Objectives: On completion of these practical, the trainee shall:

1. Conduct special educational assessment for students with mental retardation including collection of background. Information, plan and implement I.E.P. using appropriate T.L.M.

2. Coordinate with other professionals for intervention as required and prepare a report.

Procedure: During this semester, the trainee is expected to develop under supervision I.E.P for 2 students having autism, and cerebral palsy, implement and report.

Unit1: Collect background information including family background, birth and developmental history, school history and any other significant information from parents.

Unit2: Relate other reports, if any, such as that of psychologist, therapist, and medical professionals for planning.

Unit3: Choose the suitable educational assessment tool and conduct current level of

assessment.

Unit4: Select primary goals and specific objective for teaching.

Unit5: Plan and implement I.E.P. for a specific duration, evaluation and report.

Note : For special education assessment, the scales developed by NIMH for children having Autism, may be used.

Books Recommended

1. Bluma, S.M. Shearer, M.S. Frohman, A.M. & Hilliard, J.M. (1976) Portage guide to early education (revised edition), Wisconsin : Portage project.

2. Department of Special Education (1994). Functional assessment checklist for Programming: (guidelines for using the checklist). Secunderabad: NIPM.

3. Jayachandran, P & Vimla, V (1983) Madras developmental programming system. Madras: Vijay human service.

4. Peshawaria, R & Venkatesan, S (1992). Behavioural assessment scales for Indian children with mental retardation. Secunderabad: NIPM.

5. Turnball, A.P. Srickland, B.B. & Brantlay, J.C. (1990). Developing and Implementing individualized education programme. London: Merrill

PRACTICAL: Semester – III

PAPER II(C) : Work Education and Programming for Transition. Total marks: 100

Total Hours: 100

Objectives: On completion of this topic the trainee shall:

1 Demonstrate competency in planning and programming for transition from school to work. 1. Programme for transition from school to work.

2. Implement and evaluate the programme.

Procedure: The student trainee will carry out the following with three students of varied

degrees at pre-vocational level.

(a) Assessment for current level of functioning,

(b) Identify at least four suitable occupations based on the assessment (c) Develop a transition plan,

(d) Implement the programme, (e) Evaluate the programme and

(f) Submit a detailed report for each case.

During the second year, the above procedures and activities will be repeated.

Recommended materials:

1. International Labour Organisation (1985) Vocational rehabilitation of the mentally restored (second edition) Geneva, ILO Publishing Co.

2. Moon, M.S. et.al (1990) Helping persons with severe mental retardation get and keep employment, Baltimore, Brookes Publishing Co.

3. National Institute for the Mentally Handicapped (1990) Vocational Training and Employment for persons with mental retardation, Secunderabad – NIMH Publication.

4. National Handicapped Finance & Development Corporation (1997) Ministry of Social Justice and Empowerment, Govt. of India.

5. Identification of Jobs Suitable for persons with Disabilities – Ministry of Social Justice and Empowerment, Govt. of India.

6. A.T. Thressiakutty and L.Govinda Rao; Transition of Persons with Mental Retardation from School to Work – A Guide; National Institute for the Mentally Handicapped, Secunderabad. (2001)

Rehabilitation Council of India 47

PRACTICALS Semester – III

PAPER III (c) : Group Teaching – Curricular and Co-curricular Activities for Associated Disabilities (11 lesson plans)

Total Marks : 145 Hours: 110 Objectives: On completion of these practicals, the trainee shall:

1. Plan a lesson (i.e., select aim, objective, strategies, teaching aids, time and place) and convert the planned lesson into an instruction class for imparting knowledge to and / or develop skills in persons with CP, Autism and multiple disabilities.

2. Evaluate the effect of teaching on the student and difficulties faced in imparting instructions and suggest changes for improving the programme.

3. Plan lesson (i.e. select aim, objective, strategies, teaching aids, time and place) in yogasana, physical training, music, drama, dance and movement arts and crafts and games and convert the planned lesson into an instruction class for developing appropriate skills used to enhance the adaptive repertoire of the child with CP, Autism and Multiple Disabilities.

4. Evaluate the effect of teaching on the student and difficulties faced in imparting instructions and suggest changes for improving the effectiveness of the programme.

Procedure & Recommendations:

1. The trainee is expected under supervision to develop 06 curricular lessons taking into account the varying current levels of the class, and teach all curricular areas to children with CP, Autism and multiple disabilities.

1. Collect background information through educational assessment on all students of the class.

2. Select primary goals and specific objective.

3. Develop and implement the Lesson Plan with appropriate TLM

4. Evaluate the effect of teaching on the student and prepare correct measures.

2. The trainee must be first trained in each of the co-curricular areas by an expert in yogasana. The expert must teach the following asanas: Tadasana, Trikonasana, Uttanasan;a, Utkatasana, Parsva Uttanasana, Dvipa dapitham, Apanasana, Chakravakasana, Vajrasana, Adhomukha Svanavasana, Janusirasana, Panchi matanasana, Salabhasana, Bhujangasana.

3. Trainee teacher must be first trained in physical training by an instructor in physical training. The instructor must train the following workouts: Walking boards, tyres and hoops, ball, ropes, mats drills and suitable games and sports.

4. Trainee teacher must be first trained in music by a music teacher. The teacher must teach the following aspects: Rhythm, Body orchestra, (e.g. whistling, snapping, clapping, stamping), songs with actions, simple musical instruments.

5. Trainee teacher must be first trained in arts and crafts by an art teacher. The teacher must teach the following aspects: Papers, colour, pencils, drawing, colouring, paper folding, cutting and pasting, clay work, simple stitches.

a. The 05 lessons of the trainee teacher must cover each of the co-curricular areas for children with CP, Autism, and Multiple Disabilities.

b. The trainee may consult the special teacher (in that special school) of the group of students for which a lesson is to be planned.

c. Each lesson plan is to be submitted to the master trainer for approval. The trainee teacher will not be allowed to conduct the instruction class unless the lesson plan is approved by the master trainer.

Books Recommended:

1. Prof. Jeyachandran; Yoga for the Mentally Retarded, Vijay Human Service Centre, Chennai.

2. Bluma, S.M. Shearer, M.S. Frohman, A.M. & Hilliard, J.M. (1976) Portage guide to early education (revised edition), Wisconsin : Portage project.

3. Department of Special Education (1994). Functional assessment checklist for Programming: (guidelines for using the checklist). Secunderabad: NIMH.

4. Jayachandran, P & Vimla, V (1983) Madras developmental programming system. Madras: Vijay human service.

5. Peshawaria, R & Venkatesan, S (1992). Behavioural assessment scales for Indian children with mental retardation. Secunderabad: NIMH.

6. Turnball, A.P. Srickland, B.B. & Brantlay, J.C. (1990). Developing and Implementing individualized education programme. London: Merrill

Rehabilitation Council of India 49

PRACTICAL: Semester – IV

PAPER I (d): Assessment and Individualized Education Programme for Associated